Course Name: Foundation of Inclusive and Special Education

Course Requirements

 Major Exams
 Per unit outputs as specified in the assessment

Course Description

This course is designed to equip the pre-service teachers with knowledge and
understanding of the different philosophies, theories, legal bases and policies of special
needs and inclusive education. It includes the study of typical and atypical development
of children, learning characteristics of students with special educational needs (gifted and
talented learners with difficulty seeing, learners with difficulty hearing, learners with
difficulty communicating, learners with difficulty walking/moving, learners with difficulty
remembering and focusing, learners with difficulty with self-care) and those in difficult
circumstances. Pre-service teachers will be provided with skills in the selection of variety
of differentiated strategies in teaching, assessing and managing students with special
educational needs in a regular class. They will also be provided with knowledge of
policies, guidelines and procedures that provide safe and secure learning environments,
and teaching strategies that are inclusive of learners from indigenous groups.

Course Learning Outcomes

At the end of the course, pre-service teachers should be able to:

[1] demonstrate content knowledge and understanding of the philosophies, theories, and
legal bases of special and inclusive education including its policies and their applications;

[2] demonstrate understanding of typical and atypical development of children which will
serve as basis a in the selection and use of appropriate teaching strategies responsive to
learners with disabilities, giftedness and talents;

[3] demonstrate understanding of the special educational needs of learners in difficult

circumstances including geographic isolation, chronic illness, displacement due to armed
conflict, urban resettlement or disasters, child abuse and child labor practices;

[4] demonstrate knowledge in the implementation of relevant and responsive learning

programs;

[5] demonstrate knowledge of the selection and use of teaching and assessment
strategies that are responsive to the needs and strengths of diverse learners;
[6] demonstrate knowledge of policies, guidelines and procedures that provide safe and
secure learning environments for learners with diverse needs; and

[7] demonstrate knowledge of teaching strategies that are inclusive of learners from
indigenous groups.

Foundation of Inclusive and Special Education

I. Definition Goals and Scope of Special and Inclusive Education

What does inclusion mean?

UNESCO (2005) – inclusion is a dynamic approach of responding positively to pupil

diversity and of seeing individual differences not as problems but as opportunities for
enriching learning. It incorporates disabled students who have special education needs
into the regular education environment.

What is inclusive education?

1) Inclusive education is the pedagogical practice founded on the philosophical belief

that all students, irrespective of abilities and disabilities have the right to obtain
education together, according to age that everyone will profit from regular school
setting. – Gary Bunch
2) Cushner et al. (2006) – inclusive education is the practice of including another
group of students in regular classroom, students with physical, developmental or
socio-emotional disabilities and those with health problems.
3) Inclusive education means different and diverse students learning side by side in
the same classroom.
4) Inclusive education means that all children no matter who they are can learn
together in the same school.

What is special education?

1) Special Education – a practice of educating students in a way that addresses their

individual differences and special needs. Ideally, this process involves the
individual planned and systematically monitored arrangement of teaching
procedures adapted equipment and materials and accessible settings.
2) Special Education – an instruction designed to meet the unique needs of students
with disabilities. These students can range from partially to severely disabled.
 Exceptional children and youth – those who receive special education services in
the school.

Learning with disabilities – a general term for a diverse group of disorders

characterized by significant difficulties in the acquisition and use of listening, speaking,
reading, writing, reasoning or computing. These disorders stem stem from the
individual and may occur across the life span.

Exceptionalities – in K-12 refers to both disabilities and giftedness.

IDEA – act 2004 – a national law that guarantee an appropriate education to students
with disabilities, recognize 14 disability categories.

IEP - Individualized Education Program or Plan to help kids succeed in school.

-It describes the goals the team sets for a child during the school year as well
as any special support needed to help achieve them.

II. Bases and Policies of Special and Inclusive Education

1. Psychological bases

1.1 Piaget’s Cognitive Development

1.2 Albert Bandura’s Social Learning Theory

1.3 Leo Vygotsky’s Scaffolding

Reminder: Review the theories of the four educational psychologists

Situated Learning - Jean Lave

Situated learning environments place students in authentic learning situations

where they are actively immersed in an activity while using problem solving (critical
thinking) skills. These opportunities should involve a social community which replicate
real world situations.

Situated cognition is a theory that assumes that knowledge is inseparable from

doing doing and that all knowledge is situated in activity bound to social , cultural and
physical contexts.

Learning becomes a social process dependent upon transactions with others

placed within a context that resembles as closely as possible the practice environment.
Situated learning in the classroom integrates content, context, community and
participation.
1. Content

Situated learning emphasizes higher-order thinking processes rather than the

acquisition of facts. Retention of content is not the goal of learning rather its the
application becomes the mark of a round instructional encounter.

2. Context

Context is not just bringing life events to the classroom but experiencing again
events from multiple perspective. Context provides the setting for examining experience
that the community provides the shaping of learning.

3. Community of practice

Through community, learners interpret, reflect and form meaning. It also provides
the setting for the social interaction needed to engage in dialogue with others to see
various and diverse perspectives on any issue. Community also refers to the body of
knowledge created by an individual entering an area of inquiry.

4. Participation

It describes the interchange the ideas, attempts of problem-solving and active

engagement of learners with each other and with the materials of instruction. Learning
becomes a process of reflecting, interpreting and negotiating meaning among the
participants.

Major premises guiding the development of classroom activities in a situated

learning.

1. Learning is grounded in the actions of everyday situations.

2. Knowledge is acquired situationally and transfer only to similar situations.

3. Learning is the result of social process encompassing ways of thinking, perceiving,

problem-solving and interacting in addition to declarative and procedural knowledge.

4. Learning is not separated from the world of action but exists in robust, complex, social
environment made up of actors, actions and situations.
Something to do:

Answer these…

1. What are the characteristics of the situated learning theory?

Compare…

1. Jean Lave’s Situated Learning Theory with that of Leo Vygotsky’s Scaffolding Theory.

2. …with Bandura’s Social Learning Theory

3. …with Piaget’s Cognitive Developmental Theory

Philosophy of Inclusive Education

1. Inclusive education is a basic human right.

Inclusive education is a cardinal right of all learners to a quality education. This responds
to their basic and unique learning needs that will eventually improve their lives.

2. Inclusive education presupposes that all human beings have equal value and
rights.

Inclusive education assumes a basic commitment to treat all persons alike unless there
are good reasons for treating them differently.

3. Inclusive education is a cornerstone to build a just society.

Through inclusive education all children are capable to maximum environment in the
progress of their community and in the making of a just society.

4. Inclusive education takes forward the agenda of Education For All (EFA).

Inclusive education is a vehicle to realize the basic right to EFA. All children must have
the chance to study and to grow together.

5. Inclusive education focuses on providing learners with a non-threatening

learning environment.

Inclusive education addresses the needs of all learners in a non-threatening and

supportive learning environment.
What inclusion mean and what inclusion does not mean by Cushner (2006)

INCLUSION MEANS INCLUSION DOES NOT MEAN

1. Educating all children with disabilities in 1. Dumping students with disabilities into
regular classroom, regardless of the regular programs without preparation and
nature of their disabling conditions. support.

2. Providing all students enhanced 2.Providing special education services in

opportunities to learn from each others separate or isolated places.
condition.

3. Providing necessary services within the 3.Ignoring individual needs.

regular school.

4. Supporting regular teachers and 4.Jeopardizing students safety or well

administrators (e.g. providing time, being.
training, resources and others)

5. Having students with disabilities follow 5.Placing unreasonable demands on

the same schedules as non-disabled teachers and administrators
students.

6. Involving students with disabilities in 6.Ignoring parents concerns

age-appropriate academic classes and
extra curricular activities, including arts,
music, field trips, assemblies and
graduation exercises.

7. Students with disabilities using school 7.Isolating students with disabilities in

canteen, library, playground and other regular schools.
facilities with non-disabled students.

8. Encouraging friendships between 8.Placing students with disabilities in

disabled and non-disabled students. schools or classes that are not age
appropriate.

9. Students with disabilities receiving their 9.Requiring students to be ready and to

education and join training in regular earn their way into regular classrooms
community environments when based on cognitive or social skills.
 appropriate.

10. Teaching all children to understand 10.Responding only to diversity but also
and accept human differences. improving quality of education for all
learners.

11. Placing children with disabilities in the 11.Meeting the needs of children with
same schools they would attend if they disabilities only.
didn’t have disabilities.

12. Taking parents’ concerns seriously.

13. Providing an appropriate

individualized educational program.

What do you think all the benefits of inclusive education to both the able and disabled
students?

Barriers to inclusive education

1. Attitudinal barriers - negative attitude of some to accept and interact with disabled
citizens.

2. Physical barriers - lack of wheelchair ramps in schools, malls, parks, washrooms,

playgrounds and public transportation.

3. Inappropriate curriculum - the curriculum does not meet the needs of diverse
learners. There is less modification based on the local sitting for teachers to try out new
approaches. Sometimes the content is irrelevant to the experiences and levels of the
students.

4. Untrained teachers - regular education teachers usually do not have the suitable
training, experience and education to know the needs of students who have disabilities.

5. Inadequate funding - insufficient funding in the major threat to the implementation of

inclusive education.

6. Poor organization of the educational system - our educational system is highly

centralized and can inhibit change and initiative. Decision making tends to be located at
the highest level. The focus of management remains oriented towards employees,
complying with rules rather than ensuring quality service delivery.
7. Policies as barriers - some policy makers have unsound grasps or opposing views
on inclusive education which becomes an obstacle in the implementation.

Another philosophical bases

2.1 Inclusivity - practice of or policy of including people who might otherwise be

excluded or marginalized, such as those who have physical or mental disabilities and
members of the minority groups.

2.2 Equality - ensuring that every individual has an equal opportunity to male most
of their skills and talents.

Kinds of Equality

1. Social equality - all citizens are entitled to enjoy equal status in society and no one is
entitled to special privileges.

2. Civil and political rights - protect individuals’ freedom from infringement by

governments, social organizations and private individuals

3. Economic equality - concept or order of fairness in economic, particularly in taxation or

welfare economic

3.Historical/Sociological

3.1 Declaration of the Rights of the Child by the United Nation General Assembly

Ang mga Karapatan ng Bata

1. Tamasahin ang mga Karapatan nang walang pagtatangi sa lahi, kulay, kasarian,
relihiyon, at sa pinagmulang bansa.

2. Maging isang kapaki-pakinabang na miyembro ng lipunan upan mapaunlad ang

kanyang mga tanging talino at kakayahan.

3. Magkaroon ng pangalan at nasyonalidad

4. Mabiyayaan ng sapat na pabahay, pagkain, at serbisyo-medikal.

5. Tumanggap ng natatanging pangangalaga, lalo na ang mga may kapansanan.

6. Tamasahin ang kalinga, pagmamahal at pag-unawa.

7. Mabigyan ang lahat ng pagkakataon para makapaglaro.

8. Makatanggap ng tulong sa panahon ng kagipitan at ligalig.

9. Tumanggap ng walang bayad na edukasyon at libangan.

10. Lumaki sa diwa ng kapayapaan at pandaigdig na pagkakapatiran.

Explain these statements in the context of inclusive education.

1. “all children have the right to learn.”

2. Inclusive education accepts diversity or strength rather than a problem.

3. The desire for our children’s well-being has always been the most universally cherished aspiration
of mankind.

3.2 UNESCO -EFA (United Nation Educational Scientific and Cultural Organization) -
EFA (Education For All)

Access to quality education is a human right. However not everybody is enjoying

their right. Among these are Persons With Disability (PWD) minor ethnic groups, street
children and other marginalized sectors of society. Discrimination is manifested through
stereotyping and labeling, segregation and exclusion, denial to access to education,
employment, health or sport services, physical environment and leisure.

Children with special needs lack equal opportunities for schooling because of their
disabilities. UNESCO sponsored Education For All (EFA) provides for all children
including those with special needs and disabilities with equal opportunity to study.
UNESCO believes that learning and growing together with non-disabled peers in regular
education setting is the most efficient and effective way to beat discrimination. This the
concept of inclusion, which began since the late 1980, has been conceptualized both as
a human right and a practice of social justice.

3.3 K to 12 Inclusion Policy

This means that no student is excluded from the circle of learners. Everyone is in.
Teaching for all students regardless of origin, socio-economic background, gender,
ability, nationality. No “teacher favorites, no outcasts, no “promdi.” In any inclusive
classroom, everyone feels, he/she belongs.
4. Legal

4.1 ARTICLE XIV of the 1987 Constitution provides general framework for education in
the country. It shows the state recognizes that importance for education, science and
technology, cultural development, and sports and wellness in the life of the state and of
the people.

Section 1. presents the enduring commitment of the Philippines to provide quality

education to all its citizens. A commitment to build a nation with functionally literate,
educated, and productive citizens. It is a statement that shows how the country values
the education and development of its citizens.

Section 2. discuss the commitment of the states to provide access to quality education
for all levels from preschool to tertiary. It elucidates the function of the state to develop an
education system, that focuses on formal education, non-formal education, alternative
learning system, and indigenous learning system. To support this provision, Section 2
states that the state will provide financial assistance and efficient student-support system
to deserving students.

4.2 R.A - 10533 - Enhanced Basic Education Act - including ALS and Learners with
Special Needs

Section 1. short title - Enhanced Basic Education Act of 2013

Section 2. c- Make education learner-oriented and responsive to the needs: cognitive and
cultural capacity, the circumstances and diversity of learners, schools and communities
through the appropriate language of teaching and learning, including mother tongue as a
learning resource.

Section 3. Basic Education is intended to meet basic learning needs which provides the
foundation on which subsequent learning can be based. It encompasses kindergarten ,
elementary and secondary education as well as alternative learning system for out-of-
school learners and those with special needs.

R.A 7610 - Special Protection Against Child Abuse and Exploitation

Section 3. child abuse refers to the maltreatment, whether habitual or not, if the child
which include any of the following:

1. Psychological and physical abuse, neglect, cruelty, sexual abuse and emotional
maltreatment.
2. Any act by deeds or words which debases, degrades or demeans the intrinsic worth
and dignity of a child as a human being.

3. Unreasonable deprivation of his basic needs for survival, such as food and shelter or

4. Failure to immediately give medical treatment to an injured child resulting in serious

impairment of their growth and development or in his permanent incapacity or death.

R. A 8371 - Indigenous People’s Right Act

Chapter VI - Cultural Integrity

Section 30. Educational Systems - the state shall provide equal access to various cultural
opportunities to the ICC/IP’s through the educational system, public or private cultural
entities, scholarships, grants and other incentives without prejudice to their educational
systems and institutions by providing education in their own language, in a manner
appropriate to their cultural method of teaching and learning. Indigenous children youth
shall have the right to all levels forms of education of the state.

PD 603

Art. 10 - Phases of Development - the child shall enjoy special protection and shall be
given opportunities and facilities by law and by other means, to ensure and enable his
fullest development physically, mentally, emotionally, morally, spiritually and socially in a
healthy and normal manner and in conditions of freedom and dignity appropriate to the
corresponding developmental stage.

Chapter 1 - Access to Educational Opportunities

Article 74 - Special Classes

Where needs warrants, these shall be at least special classes in every province
and if possible, special schools for the physically handicapped, the mentally retarded, the
emotionally disturbed and the specially gifted. The private sector shall be given all the
necessary inducement and encouragement to establish such classes or schools.

R.A. 9344 - Juvenile Justice and Welfare Act

Chapter 1 - Role of the different sectors

Section 13 - The Educational System

Educational institutions shall work together with family, community organizations

and agencies in the prevention of juvenile delinquency and in the rehabilitation and
reintegration of child in conflict with the law. Schools shall provide adequate, necessary
and individualized educational schemes for children manifesting different behavior and
children in conflict with the law. In cases where children in conflict with the law are taken
into custody or detained in rehabilitation center, they should be provided the opportunity
to continue learning under an alternative learning system with basic literacy program or
non-formal education accreditation equivalency system.

RA 9442 Magna Carta for Disabled Persons

Rule IV - Privileges and incentives for the persons with disability.

Section 6. 6.1 Discount from all establishments at least 20% discount from all
establishments relative to the utilization of all services in hotels and similar lodging
establishments, restaurants and recreation center for the exclusive use or enjoyment of
persons with disability.

6.7 - Educational Privileges

Educational assistance to persons with disability, for them to pursue primary,

secondary, tertiary, post tertiary as well as vocational or technical education in both public
and private schools through the provision of scholarships, grants, financial aids, subsidies
and other incentives to qualified persons with disability including support for books,
learning materials and uniform allowance to the extent feasible. Provided that persons
with disability shall meet the minimum admission requirements set by the DEPED, CHED,
TESDA and other entities engaged in the grant of scholarship and financial assistance
for the education of persons with disability. For the purpose of their rule, primary education
shall include nursery and kindergarten whether in private or public school. The source of
funding in addition to the Private Education Student Financial Assistance (PESFA) fund
scholarship for the implementation of the above shall be 1% allocation for persons with
disability in DEPED, CHED, TESDA, and other training and educational government
agencies as required by General Appreciation Act, subject to the guidelines issued by the
DEPED, CHED and TESDA.

RA 7277 - Rehabilitation and Integration of Disabled Persons in Mainstream Society

Chapter 1 - Section 5. Equal Opportunity for Employment

No disabled persons shall be denied access to opportunities for suitable employment. A

qualified disabled employee shall be subject to the same terms and conditions of
employment and the same compensation, privileges, benefits, fringe benefits, incentives
or allowance as a qualified able bodied person. Five percent (5%) of all casual,
emergency and contractual positions in the DSWD, Health Education, Culture and Sports
and other government agencies, offices or corporations engaged in social development
shall be reserved for disabled persons.

RA 10665 - Open High School System Act

Section 6. Learners of the OHSS

The OHSS shall be open to all youth and adults who have finished elementary
education as well as high school qualifiers of the Philippine Education Placement Test (
PEPT) and the ALS, Accreditation Equivalency Test.

Principles, Policies and Dimensions

I. 1. Early Intervention
Early intervention focuses on skills in these five areas.

1. Physical skills – reaching, crawling, walking, drawing

2. Cognitive skills – thinking, learning, solving problems
3. Communication skills – talking, listening, understanding others

Talk to your health care provider if you have any concerns about your child’s
development. Early intervention provides family services to help you and your child
address developmental delays.

Early intervention can be effective in helping children make progress toward

academic achievement, behavior and educational progress.

II. 2. Process of Inclusion – Philippine Model

There are two main types of inclusive education, partial inclusion and full
inclusion.

1.Partial inclusion – children with special needs are educated in the regular
classroom for most of the day.
2. Full inclusion – means that the disabled students get all the special services
they need in the regards classroom and stay there all day.

With the implementation of the 12 years basic education program, the goal is
to equalize learning opportunities to all learners and produce holistically
developed Filipinos in the long run.

3. Transition program – a program designed to teach independent living skills including

vocational skills to students having special education services ages 18-22. As they
progress students enhanced their abilities, job preferences and learn to work with growing
independence.
 Their program is designed for special students who are intellectually disabled and
those who are physically handicapped. It is designed to meet their special needs and
respond to their specific interests.

4. Sustaining Program

1. DepEd has allocated millions of funds to recognize SPED centers all over the country
for the enrolment and resources materials for use of these students.

2. Enhanced facilities for a better teaching-learning process

3. More training for teachers

4. Expansion of ALS, Basic Literacy Program and the Accreditation and Equivalence
Program for the Out of School Youth and School Drop Outs.

5. Strengthening DepEd’s multi-grade program to accommodate learners in sparsely

populated, isolated and far-flung areas.

6. National Indigenous People’s Education Policy

Review Chapter VI – Section 30. ICCs/IPs Educational System

Chapter VI – Section 31 – Recognition of Cultural Diversity

The state shall endeavor to have the dignity and diversity of the cultures, traditions,
histories and aspirations of the (ICCs/IP’s) Indigenous cultural communities/Indigenous
People’s, appropriately reflected in all forms of education, public information and cultural-
educational exchange. Consequently, the state shall take effective measures in
consultation with ICCs/IP’s concerned to eliminate prejudice and discrimination and to
promote tolerance, understanding and good relations among ICCs/IP’s and all segments
of society. Furthermore, the government shall take effective measures to ensure that the
state-owned media duly reflect indigenous cultural diversity. The state shall likewise
ensure the participation of appropriate indigenous leaders in schools, communities and
international cooperative understandings like festivals, conferences, seminars and
workshops to promote and enhance their distinctive heritage and values.

Theoretical Views on Inclusive Education

1.Interactionist Perspective

Interactionism asserts that inclusive education can be a sound intervention for all
students to have a meaningful social life and sound social activity. Inclusive education is
a healthy encounter for both students with and without disabilities, thus kind of encounter
will lessen discrimination and prejudice.

2. Conflict Perspective

Conflict theorists assess that inclusive education has social cultural and political
undertones and implications, among poor and developing countries, inclusive education
is not a priority as compared to the rich and developed ones.

3. Functional Perspective

Functionalist view that having an inclusive education is a way of meeting the needs
of societies. Education, as argued, enables people to live with dignity, develop their
full capacities, participate fully in development and improve the quality of their lives.

4. Critical Perspective

Critical theorists are doubting that inclusive education is another pedagogy

popularized by the Western minds. They think that those who formulate the policies are
mostly international experts who are ignorant of the local situations and peculiarities of a
certain country.

Answer: Which perspective do you agree? Why?

Typology of Learners with Special Needs

A. Learners with intellectual disability or cognitive disability – means significantly sub-

average intellectual functioning that exists concurrently with deficit in adaptive
behavior and chat adversity affects educational performance.

1. Mental retardation – a generalized disorders, characterized by sub-average cognitive

functioning and deficits in two or more adaptive behaviors with onset before the age of
18. Degrees of Mental Retardation according to the Diagnostic, Statistical manual of
Mental Disorders in the United States.

2. Mild Mental Retardation – IQ ranges from 50-70 can acquire academic skills up to
Grade VI. They can become fairly self-sufficient and in some cases live independently,
with community and social support.

3. Moderate- IQ is from 35-55 can carry out work and self-care tasks with moderate
supervision. Possess communication skills since childhood and can live and function
successfully within the community in supervised environment as group homes.

4. Severe – IQ is from 20-40, can master very basic self-care skills and some
communication skills. Can live in a group home.

5. Profound – IQ scores – 20 to 25. They may be able to develop basic self-care and
communication skills with appropriate support and training.

Characteristics of a Person with Mental Retardation

1. slow rate of learning –

2. think in a concrete way

3. difficulties generalizing

4. difficulty in making choices

5. needs help to figure out problems and steps to reach goals

6. memory problems

7. short attention span

8. difficulty in conveying ideal and feelings

2.ADHD – Attention Deficit Hyperactivity Disorder

- a mental disorder of the neurodevelopmental type. It is characterized by problems of

paging attention, excessive activity, or difficulty controlling behavior which is not
appropriate for a person’s ages.

Characteristics

1. Language slow to develop

2. delayed speech or none at all

3. Echolalia – repetition of speech

4. no effort to use non-verbal communication

5. difficulty in sharing emotions, wants and needs

6. poor socialization, prefer to play alone

7. no eye contact when talking to others

8. diplay of tantrums that may result in self injury, skin picking, biting hands, hand banging
and eye scratching

NOTE:

You will be given some copies of case studies. Study them so you can answer some
questions.

5. Cerebral Palsy – this is caused by damage to the parts of the brain which control
movement during the early stages of development. Children with cerebral palsy
may have difficulties with:

1. posture

2. movements of body parts or the whole body

3. muscle-weakness or tightness

4. involuntary muscle movements (spasm)

5. balance and coordination

6. talking and eating

Types of cerebral palsy

1.Hemiplegia – one hemisphere of the brain is affected and so only one side of the body
is also affected - in the arm, hand and leg of either the right or left side. Children affected
with this may have delay in learning to talk, but their intelligence too is unaffected.

2. Displegia – refers to individuals with muscle stiffness mostly in the legs.

Intelligenceand language skills of patients are not affected.

3. Quadriplegia – severe form of cerebral palsy involves severe stiffness of the arms and
legs and a floppy or weak neck. A person may have trouble speaking and unable to walk.
He/she may have moderate to severe intellectual and developmental disabilities.

4. Ataxia – occurs when the cerebellum is affected. A person may have problems with
balance and perception of depth.

Learning Disabilities

1.dyslexia – a language-based disability in which a person has trouble understanding

written words. It may also be referred to as reading disability or reading disorder.

2. dyscalculia – a mathematical disability in which a person has a difficulty time solving

mathematical problems and grasping concepts.

3. dysgraphia – difficulty in writing

4. dyspraxia or apraxia –difficulty with motor planning and impacts about a person’s ability
to coordinate body movements.

5. auditory and visual processing disorders – sensory disabilities in which a person has
difficulty understanding language despite normal hearing and vision

6. non-verbal learning disabilities – a neurological disorder which originates in the right

hemisphere of the brain, causing problems with visual-spatial, intuitive, organizational
evaluative and holistic processing functions.
5.Emotional Disability

1.anxiety disorder – a feeling of unease, such as worry or fear, that can be mild or severe.

2.bipolar disorder – also known as manic depression that brings severe high and low
moods and changes in sleep, energy, thinking and behavior. People who have bipolar
disorder can have periods in which they feel overly happy and energized and other
periods of feeling very sad, hopeless and sluggers.

3. conduct disorder – refers to a group of repetitive and persistent behavioral and

emotional problems in youngsters.

4. eating disorder – related to persistent eating behavior that negatively impact in your
health, your emotions and your ability to function in important areas of life common eating
disorders – anorexia nervosa, bulimia nervosa and binge eating disorder.

5. obsessive Compulsive disorder – a disorder in which people have unwanted and

repeated thoughts, feelings, ideas and sensations and behaviors that drive them to do
something over and over.

6. psychotic disorder – severe mental disorder that cause abnormal thinking and
perceptions. A person with disorder touch with reality symptoms, delusion and
hallucination.

Physical Disabilities – a limitation on a person’s physical functioning mobility, dexterity

or stamina.

Causes:

1.congenital/hereditary

2. acquired – accidents, infections e.g. polio, stroke and cancer

Common Types

1.brittle bone disease

2. cerebral palsy

3. muscular dystrophy

4. spina bifida

5. friedreich’s ataxia
Speech/Language Disabilities

A communication disorder such as stuttering, impaired articulation, a language

impairment if a voice that adversely affects a child’s educational performance.

Communication disorder

Speech disorder Language disorder

Voice disorder Receptive disorder

Articulation disorder Expressive disorder

Fluency disorder

Try to find out the classification of the speech disorders and language disorders.

Give the characteristics of the disorders.

Severe/Multiple Disabilities

Refers to the concomitant impairments such as blindness, orthopedic impairment

– the combination of which causes severe educational needs that they cannot be
accommodated in a special education program solely for one of the impairments. This
does not include deaf-blindness.

Universal Impairment

According to IDEA – a visual impairment refers to an impairment in vision that even

with correction, adversely affects a child’s performance. The term includes both partial
sight and blindness.

Types of Visual Impairments

1.strabismus

2. congenital cataracts

3. retinopathy of prematurity

4. retinitis pigmentosa
5. optic nerve hypoplasia

6. cortical visual impairment

Hearing Loss (from IDEA) an impairment in hearing, whether permanent or fluctuating

performance but is not included under the definition of deafness.

Types of hearing loss

1. Conductive hearing loss – due to problems with the ear canal, eardrum or middle ear
and its little bones (the malleus, incus and stapes)

2. Sensorineural hearing loss – due to problems of the inner ear known as nerve-related
hearing loss.

3. mixed hearing loss – combination of conductive and sensorineural hearing loss.

There maybe a damage in the middle ear and in the inner ear (cochlea) or auditory nerve.

Other Health Problems – having limited strength, vitality or alertness due to chronic or
health problems like:

Asthma hemophilia

Diabetes lead poisoning

Epilepsy leukemia

Heart condition nephritis

Rheumatic fever sickle cell anemia

Tourette

Gifted and Talented Students

Students who are gifted and talented display an array of abilities that is superior in
nature. They may perform exceptional abilities in various area such as visual or
performing arts, creativity, leadership or thinking. The IQ score of a gifted is greater than
145.

Characteristics

1. intense intellectual curiosity

2. fascination with words and ideas

3. perfectionism

4. need precision

5. learning in great intuitive leaps

6. intense need for mental stimulation

7. difficulty to the thinking of others

8. early moral and existential concern

9. tendency toward introversion

Assessment of Gifted and Talented Learners

1.Pre-referral intervention

Exceptional children are identified as early as possible. They are referred to the
proper authorize person or teacher for evaluation.

2.Multifactored evaluation

Information are gathered from a variety of sources using.

1. group and individual intelligence tests

2. performance in the school-based achievement test

3. permanent records, performance in previous grades, awards received

4. portfolios of student works

5. parent, peer, self-nomination

Methods of Inclusive Education

1.accomodation – used to describe an alteration of environment, curriculum format or

equipment that allows an individual with a disability to gain access to content and or
complete assigned tasks.

2.modification – used to describe a change in the curriculum. Modifications are made for
students with disabilities who are unable to comprehend the lesson.
Four Approaches

1.Inclusion – an approach to educating students with special educational needs.

2.mainstreaming – refers to the practice of educating students with special needs in

classes with non-disabled students during specific time periods based in their skills.

3.segregation – in this model, students with special needs do not attend classes with non-
disabled students.

4.exclusion – a student who does not receive instruction in any school is excluded from
school

Teaching Strategies

1.differentiated instruction is a teaching method for groups of students

2.individualized instruction – focuses on the needs of the individual student

3.multisensory instruction – a term schools use to describe ways of teaching that engage
more than one sense at a time

4. instructional scaffolding – a process through which a teacher adds supports for

students in order to enhance learning and aid in the mastery of tasks

Try to find out other methods, approaches, and strategies in teaching.

III. Assessment, Learning Resources and Instructional (Input) Accommodations

a. Types of assessment

1. Objective Test

1.1 Paper and Pencil Pest

1.2 Subjective Test
1.3 essay

2. Performance Assessment Tool

Checklist
 Rating scale

Rubrics for portfolio

3.Demonstration

4.Interview

5.Reflective Strategy – self-assessment

6. Journal

7. Recording Devices

Anecdotal record

B. Learning Resources and Instructional Accommodation

1. Special education Program

2. Inclusion Program

3. Indigenization and contextualization of the curriculum

4. ALS

5. Distance Learning

6. Quality Differentiated Instructions

7. Madrasah alive

Madrasah is an Arabic name for school. It is a community based and community

managed school whose teachings are based on the Qur’an.

What is Alive Program?

Arabic Language and Islamic Value Education (ALIVE) is a program implemented

in public schools which aims to provide additional subjects on Arabic Language and
Islamic Value in the regular basic education curriculum?